OVERVIEW OF CREATE CURRICULUM FOR SECONDARY THEATRE EDUCATION COURSES
These courses are designed to satisfy the preparatory needs of secondary Theatre teacher candidates regarding discipline-specific instructional methods
and best practices. Our aim is to empower teacher candidates to be conscious of the challenges all students face regarding academic and practical
elements of theatre in order to assist their own students in achieving higher levels of critical awareness and academic success. These courses emphasize
philosophical, critical and theoretical perspectives, practical applied knowledge and tools for classroom pedagogy, and creative projects and assignments
that integrate independent inquiry and group learning, and engage students in class activities and assignments which provide the basis for further
explorations in their future places of employment. The contents of these methods courses are divided among foundations of theatre pedagogy and
learning to provide both depth and breadth within this field. Broadly speaking, the first course introduces key strategies of teaching a variety of aspects
of theatre in the secondary classroom (improvisation, playbuilding, mask work, voice …); the second course applies theatre and drama concepts and
strategies (role playing, process drama, readers’ theatre) into other curricular subject areas (e.g., English, social studies); the third course brings the
learning from the first two courses towards the creation of collective productions as well as the conceptualizing of short and long term curricular
planning for secondary classrooms. Each course addresses issues of assessment and safety within the theatre classroom. Parallels between these
curriculum proposals and those provided by other Language and Literacy Education and Teacher Education courses will be explored as the revision
process proceeds.
LLED 3##: Curriculum and Pedagogy I
(Teaching Theatre)
Term 1 (3 Credits) 39 hours
Course Description: The purpose of this
class is to explore the “learning landscapes”
of secondary theatre education, and to address
the specific concerns that are related to the
secondary theatre practicum. Teacher
candidates in this class will be engaged in a
performative inquiry process; as inquirers,
teacher candidates will reflect upon and
develop their own secondary theatre education
philosophy and practices. There will be an
exploration of games/activities, drama/theatre
grade 8-12 BC IRPs, curriculum plans, and
various secondary theatre learning models
such as the “Learner-Centered Classroom”
model (Lazarus, 2004), and a “Critically
Conscious Production-Oriented Classroom”
LLED 3##: Curriculum and Pedagogy II (Drama in
subject areas)
Term 1 (3 Credits) 39 hours
LLED 3##: Curriculum and Pedagogy III
(Advanced Theatre/Drama practices)
Term 3 (3 credits) 39 hours
Course Description: This course covers
introductory theory and practice of drama/theatre in
education through research, readings, discussions,
guest practitioners, group projects, theatre trip, and
experiential and interactive theatre/drama activities.
In the school system drama/theatre can be
undertaken as a subject, as an approach to learning
various curriculum disciplines, and as an
extracurricular activity. The core focus of this
course is exploring and practicing introductory
drama/theatre activities such as role dramas,
tableaux, movement, story telling, improvisation,
script work, and image/forum theatre in other
curricular areas (e.g., English, social studies). Other
art forms (music, visual art, creative writing) may
1
Course Description: The objective of this course
is to further the inquiry of secondary theatre
education and teaching practices. The main focus
will be to organize, chart out, and develop a
secondary theatre program plan. As well, to build
on the previous two courses, students will
write/create and perform a 4-5 minute
a/r/tographical self-study performance, which
includes:
1. some key teaching/learning/struggle
moments from their recent secondary
theatre teaching practicum.
2. some key discoveries that have
clarified/challenged/informed their
philosophy of secondary theatre education.
1)
2)
3)
4)
model (Gonzalez, 2006). Overall, the class
will revolve on four overlapping areas:
To engage in a performative inquiry process
and to create spaces of inquiry;
To position one’s secondary theatre teaching
practice/philosophy through the expression of
theatre (in other words, to understand the craft
of secondary theatre teaching through the
practice and development of one’s own craft
of theatre);
to provide a wide range of experiences for
teacher candidates to practice
teaching/participating in theatre
games/activities/lessons with their peers;
to prepare teacher candidates for their
secondary theatre education practicum.
be engaged as a way to enhance and to expand our
creative process. The core theoretical lens of this
course is performative inquiry, which will aid the
critical reflections upon our theatre/drama
practices. By the end of the course participants will
have experienced and analyzed a variety of
activities and concepts that can be adapted to the
participants’ specific learning environments and
objectives.
In order to deeply understand the pedagogical
foundation of this course, experiencing the creative
arts as a “learning community” is essential. A key
goal in this class is to encourage participants to
explore and express their inquiry (learning)
performatively (through theatre/drama
expressions).
3. questions/reflections/
thoughts/connections/inquiries which link
the readings with your secondary theatre
teaching experiences.
This course is meant as a capstone experience
where teacher candidates can draw the threads of
their degree together, bridging theory and practice
together. The objective is to foster life long
learning of teaching theatre, discussing issues of
sustainability within the profession, ethics, and
networking within the theatre community. Former
graduates of the program as well as experienced
theatre educators are invited to the class to share
their experiences with a focus on the arc of a year
planning and long term program planning (4-5
year plans).
Malcolm Gladwell writes that it takes
10,000 hours to begin to gain mastery
of any practice.
Suggested Structure:
Teacher candidates will develop their knowledge,
skills, understanding and curiosities through:
Suggested Structure:
Teacher candidates will develop their knowledge, skills,
understanding and curiosities through:
Suggested Structure:
Teacher candidates will develop their knowledge,
skills, understanding and curiosities through:
1. Classes and workshops that stress student
participation and active learning through warm-ups,
improvisations, role playing, physical and vocal
activities.
1. Classes and workshops that stress student
participation and active learning through warm-ups,
improvisations, role playing, physical and vocal
activities.
1. Classes and workshops that stress student
participation and active learning through warmups, improvisations, role playing, physical and
vocal activities.
2. Readings that will provide students with
literature in the field as well as ways to think
theoretically about teaching practices in secondary
2. Readings that will provide students with literature in
the field as well as ways to think theoretically about
teaching practices in secondary school environments.
2. Readings that will provide students with
literature in the field as well as ways to think
theoretically about teaching practices in secondary
2
school environments. Field trips to see theatre and
discuss production elements with the artists are
features of the course.
Field trips to see theatre and discuss production
elements with the artists are features of the course.
school environments. Field trips to see theatre
and discuss production elements with the artists
are features of the course.
3. School Based Practicum I (2): 2 weeks
3. School Based Practicum I (2): 2 weeks
This practicum provides teacher candidates with an
orientation to secondary schools and opportunities
to engage in some theatre and drama focused
experiences in the classroom. The emphasis is on
observation, interaction and reflection with limited
instructional responsibility. However, students will
be given specific tasks and determine workloads for
the long practicum in Term 2. Based on these
expectations, students will develop integrated unit
plans that prepare them for the instructional
responsibilities and demands of the long practicum.
3. School Based Practicum I (2): 2 weeks
This practicum provides teacher candidates with an
orientation to secondary schools and opportunities to
engage in some theatre and drama focused experiences
in the classroom. The emphasis is on observation,
interaction and reflection with limited instructional
responsibility. However, students will be given specific
tasks and determine workloads for the long practicum in
Term 2. Based on these expectations, students will
develop integrated unit plans that prepare them for the
instructional responsibilities and demands of the long
practicum.
Assignment ideas:
Assignment ideas:
Warm-Up
Each participant introduces and
facilitative a short theatre/drama
warm-up game for five minutes.
Write a few paragraphs describing the
theatre/drama activity, benefits,
extensions, and concerns/limitations
(1page).
Dialogue of literature
Theatre/Drama Curriculum Plan
Assignment
Develop a curriculum plan on a
theatre/drama related topic of your
choice. Your topic may be based
around a script (i.e., Romeo and
Dialogue between two articles on drama/theatre
education. Select two articles from the reading list and
develop a dialogue that shares perceptions, questions,
challenges, awakenings about the nature, possibilities
and/or challenges of this approach to teaching and
learning. You need not be a playwright to create this
dialogue, only a playful sense and a willingness to
explore drama as a way to represent your current
thinking. (2 pages single spaced)
This practicum provides teacher candidates with
an orientation to secondary schools and
opportunities to engage in some theatre and drama
focused experiences in the classroom. The
emphasis is on observation, interaction and
reflection with limited instructional responsibility.
However, students will be given specific tasks and
determine workloads for the long practicum in
Term 2. Based on these expectations, students will
develop integrated unit plans that prepare them for
the instructional responsibilities and demands of
the long practicum.
Assignment ideas:
Secondary Theatre Program Planning
The purpose of this assignment is to organize,
chart out, and “pitch” your ideal secondary theatre
program plan. Imagine you are in a job interview
and you have ten minutes to explain your ideal
theatre program. Also, you must present your
program plan using some form of technology
(e.g., power point, website, tablet, flowchart
diagrams, etc.). Be sure to include the following
categories in your presentation:
Drama/Literacy/Literature Curriculum Plan
IMAGE/SYMBOL/LOGO/DRAWING
Provide a visual representation that best captures
the essence of your theatre program vision.
Throughout the course, a wide array of drama strategies
MISSION STATEMENT
3
Juliet), issue (i.e., racism),
theme (i.e., relationship), genre (i.e.,
surrealism), social issue (i.e., War),
theatre technique (i.e., stage fighting),
theatre unit (i.e., silent movie), and so
on. Cover a minimum of ten (10) 6075 minute classes. (4 may be
rehearsal/performance based.) Move
the participants through a pedagogical
performative inquiry process.
Include a production-oriented
component (i.e., stagecraft). Include a
performance component.
Write an Introductory “Rationale”
page (1 page) highlighting:
Target Group, Grade/Course Levels,
Surrounding Context, Rationale for
Topic (must include performative
inquiry possibilities)
Key IRP/PLO links
Concerns/Limitations of Curriculum
Plan
Include the following subtitles for each
of the 10 (or more) classes:
Title/Topic
Focus/Outcome/Purpose of the Class
Resources/Materials Needed
Landscape of Performative Inquiry
(sequence of activities)
Breakdown of Time Lengths for each
activity in part D
Assessment & Evaluation (May carry
over from class to class)
will be explained, demonstrated, and practiced. Select a
piece of literature (such a as novel, play, graphic novel,
etc.) or a series of literature (such as a selection of
poems, picture books, short stories, etc.) and create a
curriculum plan highlighting mainly the aspects that
pertain to drama strategies. The purpose of the
assignment is to link the literature to five different
drama strategies in order to achieve five different
literacy-based outcomes. Choose your own you may
use any other format to write up your curriculum plan
(chart, lesson plans, map). You we will be sharing your
assignments with one another. Be sure to clearly state:
A. Target Group, Grade/Course Levels,
Surrounding Context
B. Sample(s) of Literature
C. Key Understandings and Questions to
Explore in Curriculum/Literature
D. Clear and Concise Explanation of 5
Drama/Literacy/Literature
E. Curriculum Plan
Including
i) Description of 5 drama strategies
ii) Description of 5 literacy-based
outcomes
iii) 5 drama/literacy/literature activities
iv) Rationale for each of the 5 activities
F. 1 Benefit and 1 Limitations/Concerns for
Each of the 5 Drama Strategies
G. Materials
H. Two Possible Extensions
4
Write one brief and concise statement that
summarizes the core
essence/philosophy/foundation of your secondary
theatre program.
NATURAL EVOLUTION OF THE THEATRE
PROGRAM FROM GRADE 8 to 12
This is the core part of the assignment--chart out
and visually illustrate the key drama/theatre
units/concepts students will explore grade by
grade between grades 8 to 12 from September to
June. In addition, this section also must include
curricular and extra-curricular/co-curricular plans.
IRPs
In addition, without getting bogged down with the
specifics, you are expected to include some aspect
of the IRPs into the presentation. The purpose is
not cover all the IRPs, but to demonstrate how
your vision is rooted in ministry guidelines.
A/r/tographical Self-Study Performance of
Secondary Theatre Teaching
In this assignment you will write/create and
perform a 4-5 minute a/r/tographical self-study
monologue-type performance, which includes:
-some key teaching/learning/struggle moments
from your recent secondary theatre teaching
practicum.
-some key discoveries that have
clarified/challenged/informed your philosophy of
secondary theatre education.
-questions/reflections/
thoughts/connections/inquiries which link the
Worksheet and Other Resources
readings with your secondary theatre teaching
experiences.
-a clear demonstration of transmediation--shifting
and expanding your performance/knowledge from
one medium to another medium (or more).
Curriculum Plan Presentation
The purpose of the presentation is to
share brief highlights of the curriculum
plan--keep the presentation concise
and to the point (10-15 minutes).
4 MINUTE OVERVIEW: Take 4
minutes to summarize the highlights of
your curriculum with the class.
7 MINUTE ACTIVITY: Select one of
the drama/theatre activities from your
curriculum plan and facilitate the class
through the activity for 7 minutes.
4 MINUTE Q/A: Spend 4 minutes to
answer questions and/or reflect on the
activity.


Resources
Drama/Theatre & Literacy
in, Patrice, & Fleming, Kate. Teaching literacy through drama:
Creative approaches. London: Routledge/Falmer, 2003.
, David W. Story drama: Creating stories through role playing,
improvising, and reading aloud. Markham, ON: Pembroke
Publishers, 2005.
, David. Reading Doesn’t Matter: Shattering the Myths of
Literacy. Markham, ON: Pembroke Publishers, 2006.
o, Toni. Read! Perform! Learn!: 10 reader’s theatre programs
for literacy enhancement. Fort Atkinson, Wis.: UpstartBooks,
2006.
son, Jane Ilene. Emergent literacy and dramatic play in early
education. Albany : Delmar Publishers, 1996.
, Carole, and Saxton, Julianna. Into the story: Language in action
Resources
Resources
Drama/Theatre & Literacy
Baldwin, Patrice, & Fleming, Kate. Teaching literacy through
drama: Creative approaches. London: Routledge/Falmer,
2003.
Booth, David W. Story drama: Creating stories through role
playing, improvising, and reading aloud. Markham, ON:
Pembroke Publishers, 2005.
Booth, David. Reading Doesn’t Matter: Shattering the Myths of
Literacy. Markham, ON: Pembroke Publishers, 2006.
Buzzeo, Toni. Read! Perform! Learn!: 10 reader’s theatre
programs for literacy enhancement. Fort Atkinson, Wis.:
UpstartBooks, 2006.
Drama/Theatre & Literacy
Baldwin, Patrice, & Fleming, Kate. Teaching literacy through
drama: Creative approaches. London: Routledge/Falmer,
2003.
Booth, David W. Story drama: Creating stories through role playing,
improvising, and reading aloud. Markham, ON: Pembroke
Publishers, 2005.
Booth, David. Reading Doesn’t Matter: Shattering the Myths of
Literacy. Markham, ON: Pembroke Publishers, 2006.
Buzzeo, Toni. Read! Perform! Learn!: 10 reader’s theatre programs
for literacy enhancement. Fort Atkinson, Wis.:
5
through drama. Portsmouth, NH : Heinemann, 2004.
nald, Nan. L., and Fisher, Douglas. Teaching literacy through the
arts. New York : Guilford Press, 2006.
J. Lea, and Herring, Daniel J. Dramatic literacy: Using drama
and literature to teach middle-level content. Portsmouth, NH :
Heinemann, 2001.
, Jeffery. (1993). The dramatist’s toolkit: The craft of the working
playwright. Portsmouth, NH: Heinemann.
lm, Jeffrey D. Action strategies for deepening comprehension,
Toronto: Scholastic Professional, 2002.
on, Joe. Drama and English at the heart of the primary
curriculum. London : David Fulton, 2004.
on, Joe. Drama, Narrative and Moral Education: Exploring
Traditional Tales in the Primary Years. London: Falmer,
1998.
on, Joe, and Miles, Tandy. Beginning drama 4-11, Third Edition.
New York: Routledge, 2009.
man, Christopher. ‘Just playing the part’: Engaging adolescents
in drama and literacy. New York: Teachers College Press,
2002.
Theatre/Drama-Based Research/Inquiry
yd, Judith (Ed). (2006). Research methodologies for drama
education. Stoke on Trent, UK: Trentham Books Limited.
n, Gavin. (1998). Acting in classroom drama: a critical analysis.
Birmingham: University of Central England, Trentham Books.
n, Gavin. (1984). Drama as education: An argument for placing
drama at the centre of the curriculum. University of Durham,
England: Longman.
, David W., and Gallaher, Kathleen. How theatre educates:
Convergences and counterpoints with artists, scholars and
advocates. Toronto: University of Toronto, 2003.
ney, Richard. (1989). Play, drama & thought : the intellectual
background to dramatic education. Toronto : Simon & Pierre
Pub.
ond, C. T. Patrick and Carol A. Mullen, ed. The Postmodern
Educator: Arts-based Inquiries and Teacher Development.
New York: Peter Lang, 2000.
her, Katherine. (2001). Drama education in the lives of girls.
Toronto: U Toronto Press.
on, Liz & O’Neill, Cecily (Eds.). (1984). Dorothy heathcote:
collected writings on education and drama. London:
Hutchinson.
Davidson, Jane Ilene. Emergent literacy and dramatic play in early
education. Albany : Delmar Publishers, 1996.
Miller, Carole, and Saxton, Julianna. Into the story: Language in
action through drama. Portsmouth, NH : Heinemann,
2004.
McDonald, Nan. L., and Fisher, Douglas. Teaching literacy
through the arts. New York : Guilford Press, 2006.
Smith, J. Lea, and Herring, Daniel J. Dramatic literacy: Using
drama and literature to teach middle-level content.
Portsmouth, NH : Heinemann, 2001.
Sweet, Jeffery. (1993). The dramatist’s toolkit: The craft of the
working playwright. Portsmouth, NH: Heinemann.
Wilhelm, Jeffrey D. Action strategies for deepening
comprehension, Toronto: Scholastic Professional, 2002.
Winston, Joe. Drama and English at the heart of the primary
curriculum. London : David Fulton, 2004.
Winston, Joe. Drama, Narrative and Moral Education: Exploring
Traditional Tales in the Primary Years. London: Falmer,
1998.
Winston, Joe, and Miles, Tandy. Beginning drama 4-11, Third
Edition. New York: Routledge, 2009.
Worthman, Christopher. ‘Just playing the part’: Engaging
adolescents in drama and literacy. New York: Teachers
College Press, 2002.
UpstartBooks, 2006.
Davidson, Jane Ilene. Emergent literacy and dramatic play in early
education. Albany : Delmar Publishers, 1996.
Miller, Carole, and Saxton, Julianna. Into the story: Language in
action through drama. Portsmouth, NH : Heinemann, 2004.
McDonald, Nan. L., and Fisher, Douglas. Teaching literacy through
the arts. New York : Guilford Press, 2006.
Smith, J. Lea, and Herring, Daniel J. Dramatic literacy: Using drama
and literature to teach middle-level content. Portsmouth,
NH : Heinemann, 2001.
Sweet, Jeffery. (1993). The dramatist’s toolkit: The craft of the
working playwright. Portsmouth, NH: Heinemann.
Wilhelm, Jeffrey D. Action strategies for deepening comprehension,
Toronto: Scholastic Professional, 2002.
Winston, Joe. Drama and English at the heart of the primary
curriculum. London : David Fulton, 2004.
Winston, Joe. Drama, Narrative and Moral Education: Exploring
Traditional Tales in the Primary Years. London: Falmer,
1998.
Winston, Joe, and Miles, Tandy. Beginning drama 4-11, Third
Edition. New York: Routledge, 2009.
Worthman, Christopher. ‘Just playing the part’: Engaging
adolescents in drama and literacy. New York: Teachers
College Press, 2002.
Theatre/Drama-Based Research/Inquiry
Theatre/Drama-Based Research/Inquiry
Ackroyd, Judith (Ed). (2006). Research methodologies for drama
Ackroyd, Judith (Ed). (2006). Research methodologies for drama
education. Stoke on Trent, UK: Trentham Books Limited.
education. Stoke on Trent, UK: Trentham Books Limited.
Bolton, Gavin. (1998). Acting in classroom drama: a critical analysis. Bolton, Gavin. (1998). Acting in classroom drama: a critical analysis.
Birmingham: University of Central England, Trentham Books.
Birmingham: University of Central England, Trentham Books.
Bolton, Gavin. (1984). Drama as education: An argument for placing Bolton, Gavin. (1984). Drama as education: An argument for placing drama
drama at the centre of the curriculum. University of Durham,
at the centre of the curriculum. University of Durham, England:
England: Longman.
Longman.
Booth, David W., and Gallaher, Kathleen. How theatre educates:
Booth, David W., and Gallaher, Kathleen. How theatre educates:
Convergences and counterpoints with artists, scholars and
Convergences and counterpoints with artists, scholars and advocates.
advocates. Toronto: University of Toronto, 2003.
Toronto: University of Toronto, 2003.
Courtney, Richard. (1989). Play, drama & thought : the intellectual Courtney, Richard. (1989). Play, drama & thought : the intellectual
background to dramatic education. Toronto : Simon &
background to dramatic education. Toronto : Simon &
Pierre Pub.
Pierre Pub.
Diamond, C. T. Patrick and Carol A. Mullen, ed. The Postmodern
Diamond, C. T. Patrick and Carol A. Mullen, ed. The Postmodern
Educator: Arts-based Inquiries and Teacher Development.
Educator: Arts-based Inquiries and Teacher Development.
New York: Peter Lang, 2000.
New York: Peter Lang, 2000.
6
, Robert J. (1982). Handbook of educational drama and theatre.
Westport, Conn.: Greenwood Press.
s, John. (1996). Drama and theatre in education: Contemporary
Research. North York, Ontario: Captus University
Publications.
, Philip (ed). (1996). Researching drama and arts education:
Paradigms and possibilities. Washington, D.C.: Falmer Press.
, Philip. (2000). The drama classroom: action, reflection,
transformation. New York: Routledge/Falmer.
, George, and Schubert, William H., ed. Reflections from the
Heart of Educational Inquiry: Understanding Curriculum and
Teaching Through the Arts. Albany: SUNY Press, 1991.
Drama/Theatre Education
Jeff. (2001). Secondary stages: Revitalizing high school theatre.
Portsmouth, NH: Heinemann.
, David. W. & Lundy, Charles, J. (1985). Improvisation: learning
through drama. Don Mills, ON: Academic Press Canada.
Michael. (2002). First you sit on the floor: a guide to
developing a youth theatre troupe. Portsmouth, NH:
Heinemann.
y, Marsh. (1992). The theatre and you: A beginning. Colorado
Springs, CO: Meriwether Publishing Ltd.
lez, Jo Beth. (2006). Temporary stages: Departing from tradition
in high school education. Portsmouth, NH : Heinemann.
Johnston, C. (1998). House of games. New York: Routledge.
, Betty. (1988). Improvisations in creative drama: A program of
workshops and dramatic sketches for students. Colorado
Springs, CO: Meriwether Publishing Ltd.
sse, Gillian P. (1987). Role Play: Resource books for teachers.
Toronto, ON: Oxford University Press.
us, Joan. (2004). Signs of change: New direction in secondary
theatre education. Portmouth, NH: Heinemann.
, Charles, J. & Booth, David, W. (1983). Interpretation: Working
with scripts. Toronto: Harcourt Brace Jovanovich Canada Inc.
nds, Jonothan. (2000). Structuring drama work: A handbook of
available forms in theatre and drama. New York: Cambridge
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ll, Cecily. (1995). Drama worlds: A framework for process
drama. Portsmouth, N.H.: Heinemann.
Gallagher, Katherine. (2001). Drama education in the lives of girls. Gallagher, Katherine. (2001). Drama education in the lives of girls.
Toronto: U Toronto Press.
Toronto: U Toronto Press.
Johnson, Liz & O’Neill, Cecily (Eds.). (1984). Dorothy heathcote:
Johnson, Liz & O’Neill, Cecily (Eds.). (1984). Dorothy heathcote:
collected writings on education and drama. London:
collected writings on education and drama. London:
Hutchinson.
Hutchinson.
Landy, Robert J. (1982). Handbook of educational drama and theatre. Landy, Robert J. (1982). Handbook of educational drama and theatre.
Westport, Conn.: Greenwood Press.
Westport, Conn.: Greenwood Press.
Somers, John. (1996). Drama and theatre in education: Contemporary
Somers, John. (1996). Drama and theatre in education: Contemporary
Research. North York, Ontario: Captus University Publications.
Research. North York, Ontario: Captus University Publications.
Taylor, Philip (ed). (1996). Researching drama and arts education: Taylor, Philip (ed). (1996). Researching drama and arts education:
Paradigms and possibilities. Washington, D.C.: Falmer
Paradigms and possibilities. Washington, D.C.: Falmer
Press.
Press.
Taylor, Philip. (2000). The drama classroom: action, reflection,
Taylor, Philip. (2000). The drama classroom: action, reflection,
transformation. New York: Routledge/Falmer.
transformation. New York: Routledge/Falmer.
Willis, George, and Schubert, William H., ed. Reflections from the
Willis, George, and Schubert, William H., ed. Reflections from the
Heart of Educational Inquiry: Understanding Curriculum
Heart of Educational Inquiry: Understanding Curriculum
and Teaching Through the Arts. Albany: SUNY Press,
and Teaching Through the Arts. Albany: SUNY Press, 1991.
1991.
Drama/Theatre Education
Drama/Theatre Education
Bennett, Jeff. (2001). Secondary stages: Revitalizing high school theatre.
Bennett, Jeff. (2001). Secondary stages: Revitalizing high school theatre.
Portsmouth, NH: Heinemann.
Portsmouth, NH: Heinemann.
Booth, David. W. & Lundy, Charles, J. (1985). Improvisation: learning
Booth, David. W. & Lundy, Charles, J. (1985). Improvisation: learning through drama. Don Mills, ON: Academic Press Canada.
through drama. Don Mills, ON: Academic Press Canada.
Burns, Michael. (2002). First you sit on the floor: a guide to developing a
Burns, Michael. (2002). First you sit on the floor: a guide to developing a youth theatre troupe. Portsmouth, NH: Heinemann.
youth theatre troupe. Portsmouth, NH: Heinemann.
Cassidy, Marsh. (1992). The theatre and you: A beginning. Colorado Springs,
Cassidy, Marsh. (1992). The theatre and you: A beginning. Colorado CO: Meriwether Publishing Ltd.
Springs, CO: Meriwether Publishing Ltd.
Gonzalez, Jo Beth. (2006). Temporary stages: Departing from tradition in
Gonzalez, Jo Beth. (2006). Temporary stages: Departing from tradition in high school education. Portsmouth, NH : Heinemann.
high school education. Portsmouth, NH : Heinemann.
Johnston, C. (1998). House of games. New York: Routledge.
Johnston, C. (1998). House of games. New York: Routledge.
Keller, Betty. (1988). Improvisations in creative drama: A program
Keller, Betty. (1988). Improvisations in creative drama: A program
of workshops and dramatic sketches for students. Colorado
of workshops and dramatic sketches for students. Colorado
Springs, CO: Meriwether Publishing Ltd.
Springs, CO: Meriwether Publishing Ltd.
Ladousse, Gillian P. (1987). Role Play: Resource books for teachers.
Ladousse, Gillian P. (1987). Role Play: Resource books for
Toronto, ON: Oxford University Press.
teachers. Toronto, ON: Oxford University Press.
Lazarus, Joan. (2004). Signs of change: New direction in secondary theatre
Lazarus, Joan. (2004). Signs of change: New direction in secondary theatre education. Portmouth, NH: Heinemann.
education. Portmouth, NH: Heinemann.
Lundy, Charles, J. & Booth, David, W. (1983). Interpretation: Working with
Lundy, Charles, J. & Booth, David, W. (1983). Interpretation: Working with scripts. Toronto: Harcourt Brace Jovanovich Canada Inc.
7
ll, Cecily & Lambert, Alan. (1982). Drama structures: A
practical handbook for teachers. London: Hutchison
Education.
son, Jim, McKenna-Crook, & Swick, Melissa. (2006). Theatre in
the secondary school classroom. Portsmouth, N.H.:
Heinemann.
y, Milton E. (1989). Let’s improvise: Becoming creative,
expressive & spontaneous through drama. New York:
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Building
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against the Grain. New York: Falmer Press.
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Rauner, D. M. (2000). “They still pick me up when I fall”: The role
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9
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berg, Marshall B. (2003). Nonviolent communication: A
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er, Betty Jane. (1999). Building moral communities through
educational drama. Stamford, Conn.: Ablex Pub. Corp.
Organizations
www.bctf.ca/abcde
ABCDE (Association of
BC Drama Educators)
www.aate.com
American Alliance for
Theatre and Education.
dartaaneo@shaw.ca
Arts in Education Council
of BC (Contact Co-chair, Ron Rumak)
www.artstarts.com
Arts Starts.
www.bctf.ca
BCTF (BC Teacher’s
Federation)
www.bardonthebeach.org
Bard on the Beach
(Education Consultant: Mary Hartman, $25.00/80 min)
http://www.bizbooks.net/store Biz Theatre Book Store
(Vancouver)
www.improv.ca
Canadian Improv Games
http://www.creativedrama.com/ Creative Drama and
Theatre Education Resource Site
www.osfashland.org
Oregon
Shakespeare Festival
http://scriptsforschools.com/ Readers Theatre
Resource Site for Educators
http://www.theatrebooks.com/ Theatre Books Site
Ressler, Paula. (2002). Dramatic changes : talking about sexual orientation
Rohd, Michael. (1998). Theatre for community, conflict & dialogue : the hope
and gender identity with high school students through drama. is vital training manual. Portsmouth, NH : Heinemann.
Portsmouth, NH: Heinemann.
Rosenberg, Marshall B. (2003). Nonviolent communication: A language of
Rohd, Michael. (1998). Theatre for community, conflict & dialogue : the
life. Encinitas, CA: Puddle Dancer Press.
hope is vital training manual. Portsmouth, NH : Heinemann. Schutzman, Mady & Cohen-Cruz, Jan. (1993). Playing Boal : theatre,
Rosenberg, Marshall B. (2003). Nonviolent communication: A language of
therapy, activism. New York: Routledge.
life. Encinitas, CA: Puddle Dancer Press.
Wagner, Betty Jane. (1999). Building moral communities through educational
Schutzman, Mady & Cohen-Cruz, Jan. (1993). Playing Boal : theatre,
drama. Stamford, Conn.: Ablex Pub. Corp.
therapy, activism. New York: Routledge.
Wagner, Betty Jane. (1999). Building moral communities through educational
Organizations
drama. Stamford, Conn.: Ablex Pub. Corp.
www.bctf.ca/abcde
ABCDE (Association of BC Drama
Educators)
Organizations
www.aate.com
American Alliance for Theatre and Educati
www.bctf.ca/abcde
ABCDE (Association of BC Drama
dartaaneo@shaw.ca
Arts in Education Council of BC (Contact C
Educators)
chair, Ron Rumak)
www.aate.com
American Alliance for Theatre and
www.artstarts.com
Arts Starts.
Education.
www.bctf.ca
BCTF (BC Teacher’s Federation)
dartaaneo@shaw.ca
Arts in Education Council of BC www.bardonthebeach.org
(Contact
Bard on the Beach (Education Consultant:
Co-chair, Ron Rumak)
Mary Hartman, $25.00/80 min)
www.artstarts.com
Arts Starts.
http://www.bizbooks.net/store Biz Theatre Book Store (Vancouver)
www.bctf.ca
BCTF (BC Teacher’s Federation)www.improv.ca
Canadian Improv Games
www.bardonthebeach.org
Bard on the Beach (Education Consultant:
http://www.creativedrama.com/ Creative Drama and Theatre Education
Mary Hartman, $25.00/80 min)
Resource Site
http://www.bizbooks.net/store Biz Theatre Book Store (Vancouver)
www.osfashland.org
Oregon Shakespeare Festival
www.improv.ca
Canadian Improv Games
http://scriptsforschools.com/ Readers Theatre Resource Site for Educator
http://www.creativedrama.com/ Creative Drama and Theatre Education
http://www.theatrebooks.com/ Theatre Books Site
Resource Site
www.osfashland.org
Oregon Shakespeare Festival
http://web.goddard.edu/~tla/drama.htm Transformative Language Arts:
http://scriptsforschools.com/ Readers Theatre Resource Site forSocial
Educators
and Personal Transformation
http://www.theatrebooks.com/ Theatre Books Site
through the Spoken, Written and
Sung Word
http://web.goddard.edu/~tla/drama.htm Transformative Language Arts:
http://web.goddard.edu/~tla/drama.htm Transformative Social and Personal Transformation
http://www.artslynx.org/theatre/books.htm
Theatre Resource Site
through the Spoken, Written
and
Language Arts: Social and Personal Transformation
http://www.headlinestheatre.com/intro.htm
Headlines Theatre (Foru
Sung Word
through the
Theatre/Social Justice Theatre)
Spoken, Written and Sung Word
http://www.vancouverstorytelling.org/cric_crac Vancouver Society of
http://www.artslynx.org/theatre/books.htm
Theatre Resource
Site
Storytelling
http://www.headlinestheatre.com/intro.htm
Headlines
Theatre
http://www.artslynx.org/theatre/books.htm
Theatre
(Forum Theatre/Social Justice Theatre)
Resource Site
http://www.artsedge.kennedy-center.org/teach/les.cfm ArtsEdge
http://www.vancouverstorytelling.org/cric_crac Vancouver Society
of
http://www.headlinestheatre.com/intro.htm
(Theatre/Literature
Lesson/Curriculum Plans)
10
Headlines Theatre (Forum Theatre/Social Justice
Theatre)
http://www.vancouverstorytelling.org/cric_crac
Vancouver Society of Storytelling
Storytelling
https://www.meriwetherpublishing.com/Default.aspx On-Line
Theatre/Drama Book Store
http://www.artsedge.kennedy-center.org/teach/les.cfm ArtsEdge
(Theatre/Literature Lesson/Curriculum Plans)
https://www.meriwetherpublishing.com/Default.aspx On-Line IRPs (Integrated Resource Package)
http://www.artsedge.kennedy-center.org/teach/les.cfm
Theatre/Drama Book Store
ArtsEdge (Theatre/Literature Lesson/Curriculum Plans)
www.bced.gov.bc.ca/irp/irp.htm Drama K to 7
https://www.meriwetherpublishing.com/Default.aspx
Drama 8 to 10
On-Line Theatre/Drama Book Store
Theater Performance 11 & 12: Acting 11
IRPs (Integrated Resource Package)
12
www.bced.gov.bc.ca/irp/irp.htm Drama K to 7
Theater Performance 11 & 12: Directing a
Drama 8 to 10
Script Development 11 & 12
IRPs (Integrated Resource Package)
Theater Performance 11 & 12: Acting 11
Theatre Performance 11 & 12: Film and
www.bced.gov.bc.ca/irp/irp.htm Drama K to 7
& 12
Television 11 & 12
Drama 8 to 10
Theater Performance 11 & 12: Directing
Theater Production 11
Theater Performance 11 & 12: Acting 11 & 12
and Script Development 11 & 12
Theatre Production 12: Technical Theatre
Theater Performance 11 & 12: Directing and Script
Theatre Performance 11 & 12: Film and
Theatre Production 12: Theatre Managem
Development 11 & 12
Television 11 & 12
12
Theatre Performance 11 & 12: Film and Television 11 &
Theater Production 11
12
Theatre Production 12: Technical Theatre
Theater Production 11
12
Theatre Production 12: Technical Theatre 12
Theatre Production 12: Theatre
Theatre Production 12: Theatre Management 12
Management 12
11